Aix-en-Provence, June 9-10, 2016
Brief Bios of Speakers
Assistant Professor, School of Education
University of California, Irvine
Drew's current research focuses on understanding the longitudinal stability of individual differences in childrens mathematics achievement, fadeout and persistence of the effects of educational interventions, and the development of childrens knowledge of fractions.
Bailey, D. H., Nguyen, T., Jenkins, J. M., Domina, T., Clements, D. H., & Sarama, J. S. (2016, in press). Fadeout in an early mathematics intervention: Constraining content or preexisting differences? Developmental Psychology, 52(9), 1457-1469. doi: 10.1037/dev0000188
Bailey, D. H., Zhou, X., Zhang, Y., Cui, J., Fuchs, L. S., Jordan, N. C., Gersten, R., & Siegler, R. S. (2015). Development of fraction concepts and procedures in U.S. and Chinese children. Journal of Experimental Child Psychology, 129, 68-83. doi: 10.1016/j.jecp.2014.08.006
Bailey, D. H., Siegler, R. S., & Geary, D. C. (2014). Early predictors of middle school fraction knowledge. Developmental Science, 17, 775-785. doi: 10.1111/desc.12155
Professor of Developmental Psychology
University of Geneva (Switzerland), &
Director, Archives Jean Piaget
Pierre Barrouillet began his career as a school teacher and school psychologist. He then became a professor at the Université de Bourgogne in France, before moving on to his current position at the University of Geneva. Apart from his studies on the development of conditional reasoning, Pierre is also interested in numerical cognition and working memory. He is associate editor of the Journal of Experimental Psychology: Learning, Memory, and Cognition, will be associate editor of the Journal of Experimental Psychology: General, and is a member of the editorial boards of Psychological Science, Cognitive Development, and Thinking and Reasoning.
Uittenhove, K., Thevenot, C., & Barrouillet, P. (2016). Fast automated counting procedures in addition problem solving: When are they used and why are they mistaken for retrieval? Cognition, 146, 289-303.
Barrouillet, P. & Camos, V. (2015) Working memory: Loss and reconstruction. Hove, UK: Psychology Press.
Barrouillet, P., & Gauffroy, C. (2015). Probability in reasoning: A developmental test on conditionals. Cognition, 137, 22-39.
Langerock, N., Vergauwe, E., & Barrouillet, P. (2014). The maintenance of cross-domain associations in the episodic buffer. Journal of Experimental Psychology: Learning, Memory, and Cognition, , 40, 1096-1109.
Vergauwe, E., Camos, V., & Barrrouillet, P. (2014). The impact of storage on processing: How is information maintained in working memory? Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 1072-1095.
Associate Professor of Educational Psychology &
Associate Dean of Undergraduate Education for the College of Education, Temple University
Julie received her Ph.D.in Psychology in 2005 from Carnegie Mellon University under Dr. Robert Siegler, and trained as a post-doctoral fellow at the NSF-funded Pittsburgh Science of Learning Center, where she conducted research on students learning in real-world classrooms with Dr. Ken Koedinger. Dr. Booth has received funding from both IES and NSF as PI or co-PI on 8 federal grants, including the National Center for Cognition and Mathematics Instruction led by WestEd and the AlgebraByExample and MathByExample projects managed by the Strategic Education Research Partnership. Julie's research interests lie in translating between cognitive science/cognitive development and education by finding ways to bring laboratory tested cognitive principles to real-world classrooms, identifying prerequisite skills and knowledge necessary for learning, and examining individual differences in the effectiveness of instructional techniques based on learner characteristics.
Booth, J. L., Oyer, M. H., Paré-Blagoev, E. J., Elliot, A., Barbieri, C., Augustine, A. A., & Koedinger, K. R. (2015). Learning algebra by example in real-world classrooms. Journal of Research on Educational Effectiveness, 8(4), 530-551.
Booth, J. L., Newton, K. J., Twiss-Garrity, L. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. Journal of Experimental Child Psychology, 118, 110-118.
Booth, J. L., Lange, K. E., Koedinger, K. R., & Newton, K. J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. Learning and Instruction, 25, 24-34.
|Diane J. Briars
Immediate Past President, National Council of Teachers of Mathematics (NCTM)
In addition to being the immediate past president of the NCTM, a 70,000-member international mathematics education organization, Diane J. Briars is a mathematics education consultant, supporting schools and districts in improving the quality of their mathematics programs. Previously, she was a senior developer and research associate on the NSF-funded Intensified Algebra Project, a joint venture of the University of Illinois at Chicago and the Dana Center, University of Texas at Austin, to create instructional materials for underprepared ninth-grade Algebra 1 students. Briars was mathematics director for Pittsburgh Public Schools for most of her career. Under her leadership, Pittsburgh schools made significant progress in increasing student achievement through standards-based curricula, instruction, and assessment. Briars holds a Ph.D. in mathematics education and M.S. and B.S. degrees in mathematics from Northwestern University. She pursued postdoctoral study in the Psychology Department at Carnegie-Mellon University and began her career as a secondary mathematics teacher.
Briars, D. J., Asturias, H. A., Foster, D., and Gale, M. A., (T. D. Kanold, Series Ed.). (2012) CCSS mathematics in a PLC at work: Grades 6-8. Indianapolis, IN: Solution Tree.
Kanold, T. D., Briars, D. J. & Fennell, F. (2011). What principals need to know about the teaching and learning of mathematics. Indianapolis, IN: Solution Tree, In Press.
Lappan, G. & Briars, D. J. (1995). How should mathematics be taught? In I. Carl (Ed.), 75 years of progress: Prospects for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
Briars, D. J. & Siegler, R. S. (1984) A featural analysis of preschoolers' counting knowledge. Developmental Psychology, 20, 607-618.
Professor, Department of Psychology
University of Alberta
Norman R. Brown earned his Ph.D. in Behavioral Sciences from the University of Chicago in 1985. Prior to beginning his job at Alberta (1992), Brown, worked as a Research Staff member at IBM's Watson Research Center (1985-1989) and a Postdoctoral Fellow in Psychology at Carnegie-Mellon University (1989-1992). His research focuses on autobiographical and collective memory, basic memory processes, and judgment and decision making.
For the past several years, two themes have united Norman Brown's research in cognitive psychology. First, how people acquire, organize, and utilize real-world knowledge (i.e., information about the world and their own lives), and second, the development of a general multiple-strategies approach to mnemonic and numerical judgement. This approach is concerned with identifying strategies people use when they perform a given judgement task, characterizing behavioral consequences of competing strategies, specifying factors that influence strategy selection, and improving estimation performance.
Brown, N. R., Schweickart, O., & Svob, C. (in press). The effect of collective transitions on organization and contents of autobiographical memory: A Transition-Theory perspective. American Journal of Psychology.
Schweickart, O. & Brown, N. R. (2014). Magnitude comparison extended: How lack of knowledge informs comparative judgments under uncertainty. Journal of Experimental Psychology: General, 143, 273-294.
Uzer, T., Lee, P. J., & Brown, N. R. (2012). On the prevalence of directly retrieved autobiographical memories. Journal of Experimental Psychology: Learning, Memory & Cognition, 38, 1296-1308.
Brown, N. R., Lee. P. J., Krslak, M., Conrad, F. G., Hansen, T., Havelka, J. & Reddon, J. (2009). Living in history: How war, terrorism, and natural disaster affect the organization of autobiographical memory. Psychological Science. 20, 399-405.
Professor of Developmental Psychology
Université of Fribourg, Switzerland
Valérie Camos is professor of developmental psychology at the Université of Fribourg (Switzerland) where she created the Fribourg Center for Cognition, a multidisciplinary research centre. She was previously professor at the Université de Bourgogne (France), junior member of the Institut Universitaire de France, and Chevalier de l'Ordre du Mérite (French honorific order for distinguished achievement). Aside from her research on working memory, she is also interested in numerical cognition. She is the associate editor of the Quarterly Journal of Experimental Psychology, and member of the advisory board of Current Directions in Psychological Science..
Lucidi, A., Langerock, N., Hoareau, V., Lemaire, B., Camos, V., & Barrouillet, P. (2016). Working memory still needs verbal rehearsal. Memory & Cognition, 44(2), 197-206.
Barrouillet, P. & Camos, V. (2015) Working memory: Loss and reconstruction. Hove, UK: Psychology Press.
Camos, V. (2015). Storing verbal information in working memory. Current Directions in Psychological Science, 24(6), 440-445.
Bertrand, R., & Camos, V. (2015). The role of attention in preschoolers working memory. Cognitive Development, 33, 14-27
Camos, V., & Portrat, S. (2015). The impact of cognitive load on delayed recall. Psychonomic Bulletin & Review, 22(4), 1029-1034.
Professor of Human Development and Psychology
University of California, Davis
Zhe Chen, Ph.D., received his doctoral degree in psychology from the University of Massachusetts, Amherst, in 1991, and his postdoctoral training at Carnegie Mellon University in 1995-1999. Chen's research focuses on how children's relational and scientific reasoning and problem-solving strategies change with age and experience, and how environmental and cultural factors shape children's thinking and learning. He served as Chair of the Department of Human Development at UC Davis from 2007 to 2012. He is a Fellow of the Association for Psychological Science (APS, 2011-) and an overseas member of the scientific review/advisory board for the Chinese Academy of Sciences (2014-).
Chen, Z., Honomichl, R., Kennedy, D. & Tan, D. (2016). Aiming to complete the matrix: Eye-movement analysis of processing strategies in children's relational thinking. Developmental Psychology, 52, 867-878.
Chen, Z., & Siegler, R. S. (2013). Young children's analogical problem solving: Gaining insights from video displays. Journal of Experimental Child Psychology, 116, 904-913.
Chen, Z. (2007). Learning to map: Strategy discovery and strategy change in young children. Developmental Psychology, 43, 386-403.
Chen, Z., Mo, L., & Honomichl, R. (2004). Having the memory of an elephant: Long-term retrieval and use of analogues in problem solving. Journal of Experimental Psychology: General, 133, 415-433.
Assistant Professor of Psychology and Human Development
Lisa Fazio's research is concerned with how to improve student learning using basic principles from cognitive and developmental psychology. She examines simple knowledge such as history facts, as well as more complex forms of knowledge such as mathematics. Her research informs basic theories about learning and memory, while also having clear applications for classroom practice.
Fazio, L. K., Dolan, P. O., & Marsh, E. J. (in press). Learning misinformation from fictional sources: Understanding the contributions of transportation and item-specific processing. Memory.
Fazio, L. K., Bailey, D. H., Thompson, C. A., & Siegler, R. S. (2014). Relations of different types of numerical magnitude representations to each other and to mathematics achievement. Journal of Experimental Child Psychology, 123, 53-72.
Fazio, L. K., Barber, S. J., Rajaram, S., Ornstein, P. A., & Marsh, E. J. (2013). Creating illusions of knowledge: Learning errors that contradict prior knowledge.Journal of Experimental Psychology:General, 142, 1-5.
Walter van Dyke Bingham Professor of Cognitive Development and Education Sciences
Psychology Department, Carnegie Mellon University
In addition to the above, David Klahr also serves as the director of an IES training grant1 and the Education Director for the Pittsburgh Science of Learning Center2. David received his undergraduate degree in 1960 from MIT in Electrical Engineering, and his Ph.D. in 1968 from Carnegie Mellon's Graduate School of Industrial Administration (GSIA) in Organizations and Social Behavior. After working at the University of Chicago's Graduate School of Business for a few years, David returned to CMU in 1969 as an associate professor, became Professor of Psychology in 1976, and served as Head of Department of Psychology from 1983 to 1993. In 2009, his colleagues honored him with a Festschrift, the proceedings of which were published by the American Psychological Association in 2012 as Carver, S., & Shrager, J. (Eds.) The journey from child to scientist: Integrating cognitive development and the education sciences. Washington DC: American Psychological Association
Dr. Klahr's most recent research efforts have focused on the thinking processes that support children's understanding of the fundamental principles underlying scientific thinking. This work includes both basic research with pre-school children and more applied classroom studies of how children learn about experimental science. He has worked in a wide variety of schools in the Pittsburgh region, focusing on children's ability to learn how to design and interpret simple experiments. The author of more than 100 journal articles, two books, and co-editor of 4 volumes, Klahr is a member of many professional organizations and has served on the editorial boards of several cognitive science journals, as well as on the NSF's subcommittee on Memory and Cognitive Processes, the NIH's Human Development and Aging Study Section, and several review panels for the Institute of Education Sciences. In recent years he has served on three different committees of the National Academy of Science: the Committee on the Foundations of Assessment, the Committee on Research in Education, and the Committee on Science Learning, Kindergarten through Eighth Grade.
Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., Kittredge, A. K., & Klahr, D. (2016). Guided play: Principles and practices. Current Directions in Psychological Science, 25(3), 177-182.
Siler, S. A. & Klahr, D. (2015). Effects of terminological concreteness on middle-school students' learning of experimental design. Journal of Educational Psychology. http://dx.doi.org/10.1037/edu0000072.
Koedinger, K. R., Booth, J. L., & Klahr, D. (2013). Instructional complexity and the science to constrain it. Science, 342, 935-937.
Siler, S. A., Klahr, D. & Matlen, B. (2013) Conceptual change when learning experimental design. In S. Vosniadau (Ed). International handbook of research on conceptual change, 2nd Edition. Routledge.
Klahr, D., Zimmerman, C. & Jirout, J. (2011). Educational interventions to advance childrens scientific thinking. Science, 333(6045): 971-975.
Klahr, D. (2000). Exploring science: The cognition and development of discovery processes. Cambridge, MA: MIT.
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